Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community.   the value of all members.
and behavior. Incorporates cultural Supports students in
Seeks to understand awareness to develop a taking leadership in
cultural perceptions of positive classroom developing a caring
Promoting social caring community. climate. community that is Students take leadership
Development and responsive to the diverse in resolving conflict and
responsibility within Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
a caring community responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
where each student classroom community. building activities, accepting, and respectful community where
is treated fairly and designed to promote of differences. Students take student’s home culture is
respectfully caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
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7/15/2022
Our school has
implemented and utilizes
the PBIS structure
schoolwide and enforces
the PBIS rewards system
to both students and staff.
This helps myself create
an open communication
Evidence concept to all students
and present them with
rewards for positive and
helpful behaviors. I also
pride myself on being a
source of positive
communication for
students to feel
comfortable discussing
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
not only their academic
struggle, but SEL
struggles as well. I try to
support their needs
academically and
emotionally within my
abilities and boundaries.

Students also take it upon

themselves to do their
best for themselves and
their peers to best meet
these behaviors. The
incentives that are put in
place have helped
students be more
responsible inside and
outside of the classroom.

7/15/2022
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
learning. student learning. and completion of structures for interaction
Creating physical or
learning tasks. that engage students Selects from a repertoire
virtual learning
constructively and of structures for
environments that
productively in learning. interaction to ensure
promote student
accelerated learning for
learning, reflect
the full range of students.
diversity, and
Some students use Students use resources Students use a variety of Students routinely use a
encourage
available resources in provided in learning resources in learning range of resources in Students participate in
constructive and
learning environments environments and environments and learning environments monitoring and changing
productive
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
interactions among
to understand and deepen their instruction and reflect environments and
students
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.

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4/9/23
7/15/2022
Students are set up in
tables of 2 that are a
part of an overall set
of 4 (due to Covid
Evidence guidelines). These
groups are set up to
be heterogenous
groups that combine
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
differing levels of
academic and skills
achievement.
Students with IEP’s
are paired with high
achieving students
who can best aid in
support and deeper
understanding of
material.
Additionally, EL
students are paired
with those who are
able to best
communicate to
allow for full range of
understanding and
translation.

7/15/2022
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and Explores strategies to their own language and
maintaining learning establish intellectual and Models and provides behavior that contributes
environments that emotional safety in the instruction on skills that to intellectual and
are physically, classroom. develop resiliency and emotional safety in the
intellectually, and support intellectual and classroom.
emotionally safe emotional safety. Students demonstrate
Students are aware of 12/11/2022. resiliency in
required safety Students follow teacher perseverance for
procedures and the guidance regarding Students take risks, offer Students develop and academic achievement.
school and classroom potential safety issues for opinions, and share practice resiliency skills Students maintain
rational for maintaining self or others. alternative perspectives and strategies to strive intellectual and emotional
safety. for academic safety for themselves and
achievement, and others in the classroom.
establish intellectual and
emotional safety in the
classroom.
I strive to create an I believe in allowing
open line of students to make
communication for mistakes and create a
students to share and a space for growth in
express themselves their abilities and
free of judgement. In critical thinking.
a history course, it is Students are
Evidence natural to form encouraged to
opinions about attempt new
differing topics, and I strategies and take
want students to part in new activities
build their critical to create and build
thinking skills and long lasting skills.
learn to develop their 7/15/2022
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
opinions with the use
analysis and deep
thought. Class
discussions and open
structure questioning
are used to help
students reflect and
build on their
opinions in a
supported
environment.
7/15/2022

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations students. address achievement in meeting high differentiated strategies
and appropriate gaps. expectations for to meet high
support for all achievement. expectations.
students Some students ask for Some individuals and Students engage in a 12/11/2022.
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote Students actively use utilize teacher and peer
comprehension in their their accuracy, analysis, supports and challenges support, to achieve
learning. and problem solving in to complete critical consistently high levels of
learning. reading, writing, higher factual and analytical
7/15/2022 order thinking, and learning.
problem solving across
subject matter.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Activities and
projects are formed
for students to have
multiple
opportunities to
showcase their
varying skills. These
include use of
technology and
critical thinking and
analysis.
I often model for
students what is
being asked of them
and the clear
expectations that are
being held for them
Evidence on assignments and
projects. These
assignments and
projects are provided
with options for how
to present their
information, allowing
students the
opportunity to best
show their
knowledge. Rubrics
are provided and
monitoring is
utilized.

7/15/2022
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring Applying Integrating Innovating
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
Developing, behavior and applies behavior with students in references to standards students to self-assess,
communicating, and consequences as needed. single lessons or for behavior prior and monitor, and set goals for
maintaining sequence of lessons in during individual and individual and group
high standards for anticipation of need for group work. behavior and
individual and group reinforcement. participation.
behavior
Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.
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12/11/2022.
4/9/23

Students are
presented with
classroom
expectations at the
beginning of the year
and what they must
do for both academic
and participation
Evidence
grades. Rubrics and
modeling are utilized
to best show
students what the
must do to complete
assignments to the
best of their ability,
as well as structured
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
supports such as
tutoring.

Students work well

within the guidelines
presented and follow
the PBIS system in
order to keep up
behaviorally. They
understand the
system of positive
reinforcement and
consequences of
negative behaviors.

7/15/2022

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for Students are involved in
Students are aware of Students receive positive behaviors. assessment and
procedures, routines, and correction for behavior monitoring of routines, Students share
classroom norms. that interferes with Students receive timely procedures, and norms in responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning, and positive and effective feedback ways that improve the teacher for managing and
reinforcement in and consequences for learning climate. maintaining a positive
following routines, behaviors that interfere 7/15/2022 classroom climate that
procedures, and norms. with learning. 12/11/2022. promotes learning.
4/9/23

Evidence PBIS is a major part

of not only my
classroom routines,
but that of our entire
school. It allows me
to reward positive
behaviors such as
being on task within
lessons, active
participation and
helping peers. It also
allows students to
self-regulate given
that the premise is
positive
reinforcement.
Students want to be
recognized in a
positive way, so they
are deeply inclined to
meet the
expectations to be
presented with the
rewards. When
students do act out, I
am conscious as to
not point out their
misbehavior or “call
them out” as this can
have lasting negative
effects. I approach
student quietly, or
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
step outside just
outside the
classroom in order to
have a conversation
about their behavior.

Following classroom
routines are very
important to the PBIS
structure of my
classroom, in
particular. Students
are presented with
opening warmup
questions/activity at
the top of each class
meeting, and often
asked to work
withing their
heterogenous peer
groups for class
activities and
projects. As
witnessed through
monitoring and
modeling, students
understand the
expectations as
previously presented.

7/15/2022
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize
Some students complete
learning learning activities in time
allotted.
Evidence
Exploring Applying
Paces instruction with Paces instruction with
some consideration of students to provide
lesson type, adequate time for
adjustments for instruction, checking for
sufficient student work understanding, completion
time and transitions to of learning activities and
optimize learning. closure.
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Students complete
Students participate in and
learning activities and, complete a variety of
as needed, may receive learning activities in the
some adjustments of time allotted with options
time allotted for tasks for extension and review.
or expectations for
completion.
I still sometimes
struggle with pacing of
lessons and units. I
spend too much time
in certain parts of
units, and not leaving
as much for other
aspects. I am
consciously working
on improving my
pacing of each unit,
and to follow a
structured scheduled
to ensure that myself
and my students never
feel rushed. I am
planning proper
timing for initial
lessons, activities and
review, while ensuring
Integrating Innovating
Paces instruction to Paces, adjusts, and fluidly
include ongoing facilitates instruction and
assessment of student daily activities.
learning. Supports
students in the
monitoring of
instructional time.
Students use their Students monitor their
instructional time to own time, are engaged in
engage in and complete accomplishing learning
learning activities and are goals, and participate in
prepared for the next reflection, self-
sequence of instruction. assessment, and goal
7/15/2022 setting.
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Ample time is
provided for students
to complete activites
and students have
shown to successfully
meet this. Students
are presented with a
time frame and
follow a schedule of
dates and steps for
given assignments.
This ranges from
simple in class
activities, to more
intensive projects.
Steps are provided
with check points
along the way that
students are able to
follow.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
all instructions are
explained thoroughly.